TY - JOUR
T1 - Integrating information and communication technologies into the early childhood curriculum
T2 - Chinese principals' views of the challenges and opportunities
AU - Li, Hui
PY - 2006
Y1 - 2006
N2 - This study investigated the challenges and opportunities associated with the introduction of information and communication technologies (ICT) into the early childhood curriculum in Hong Kong kindergartens. Thirty-one principals completed questionnaires before they implemented a new curriculum initiative plan that involved the integrating of ICT into children's learning activities. They completed the same questionnaire and were interviewed within 1 month after they had implemented the curriculum. Findings indicated that the main problems were as follows: the low level of teachers' ICT competence, hardware and software problems, the lack of resources and technical support, and parental level of ICT competence. In-service training was regarded as the pivotal solution to these problems. The 5 levels of ICT transformation of the educational and learning processes (Mooij & Smeets, 2001) were evident in the participating schools. Most of the principals admitted that they were just "technology learners" (Yee, 1999), with regard to their information technology leadership. Sociocontextual accounts and implications of these findings are discussed.
AB - This study investigated the challenges and opportunities associated with the introduction of information and communication technologies (ICT) into the early childhood curriculum in Hong Kong kindergartens. Thirty-one principals completed questionnaires before they implemented a new curriculum initiative plan that involved the integrating of ICT into children's learning activities. They completed the same questionnaire and were interviewed within 1 month after they had implemented the curriculum. Findings indicated that the main problems were as follows: the low level of teachers' ICT competence, hardware and software problems, the lack of resources and technical support, and parental level of ICT competence. In-service training was regarded as the pivotal solution to these problems. The 5 levels of ICT transformation of the educational and learning processes (Mooij & Smeets, 2001) were evident in the participating schools. Most of the principals admitted that they were just "technology learners" (Yee, 1999), with regard to their information technology leadership. Sociocontextual accounts and implications of these findings are discussed.
UR - http://www.scopus.com/inward/record.url?scp=33751018565&partnerID=8YFLogxK
U2 - 10.1207/s15566935eed1703_7
DO - 10.1207/s15566935eed1703_7
M3 - Article
AN - SCOPUS:33751018565
VL - 17
SP - 467
EP - 487
JO - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 3
ER -